Learning in the IB

Curriculum Wheel


Below is the IB curriculum model that shows the program and all its components:

 

The programme is made up of 8 subjects:
 
  1. Language and literature – English
  2. Language acquisition – French (all Sec 1-5) and Spanish (Enriched 1-3)
  3. Mathematics
  4. Arts – Music, Visual Art and Drama
  5. Individuals and societies – History, Geography, History and Citizenship or Contemporary World
  6. Design
    • Sec 1 – link to English
    • Sec 2 – link to Science
    • Sec 3 – All students take Media
  7. Physical and health education
  8. Sciences – Science and Technology, Physics, Chemistry, Biology


The IBMYP is taught through the Global Contexts and these are seen as windows in which the students will learn their courses. They also help students to see connection to other subjects and the real world.
 

Learner Profile



As part of the programme, IB have developed an IB Learner Profile to help develop students' skills. It contains 10 attributes, listed below, that are to be worked on inside and outside of the classroom. The aim is to have the students improve in these areas so that they are fully prepared for their next journey after leaving high school. The goal is to become more internationally minded citizens who will look after the world that they live in.

Learner Profile Description
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
 
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
 
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
   

Reflection

Reflection is a vital part of the IBMYP, as it helps the students think about what they have done, what they should have done and solutions to move forward. The reflections that the students participate in can vary depending on the activity. They could be :
  • Verbal discussions about work
  • Written reflections about an IB unit
  • Written reflections on a formative or summative piece of work
  • The Inquiry Question
  • The Learner Profile
  • What Approaches to Learning skills were developed
  • What real world connections were made



In the Arts courses that are taken (Music, Visual Art and Drama) the students keep track of their work in a Developmental Workbook. This records their research, planning, creating and reflection when doing a unit of work. This could include:

  • Notes and handouts by the teacher
  • Rubrics for evaluations
  • How a piece of work was created
  • Techniques used in the process
  • Any feedback given by the teacher
  • Reflections by the student and questions they posed
     
   
   
   
   

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